Curriculum design and development
Author:
Judy McKimm MBA, MA (Ed), BA (Hons), Cert Ed, ILTM
Head of Curriculum Development, School of Medicine
Imperial College Centre for Educational Development This paper was first written in 2003 as part of a project led by the London Deanery to provide a web-based learning resource to support the educational development for clinical teachers. It was revised by Judy McKimm in 2007 with the introduction of the Deanery’s new web-based learning package for clinical teachers. Each of the papers provides a summary and background reading on a core topic in clinical education. Aims

This paper: • Provides an overview of the main concepts involved in course design and planning • Raises awareness of factors which contribute to effective learning • Enables you to incorporate educational theory into everyday practice

Learning outcomes
After studying this paper, you will be able to: • Describe approaches to curriculum development and design • Plan a course or session using an outcome based approach • Write learning objectives/outcomes which communicate the intended learning to students and others • Recognize factors which contribute to effective teaching and learning in your own practice • Outline implications of curriculum change

• Select appropriate strategies in changing a curriculum for your profession • Make a more effective contribution towards curriculum design

Introduction This paper is designed to provide clinical teachers with some of the background theory relating to curriculum design and course development, highlighting some of the main approaches and recent trends in medical and healthcare education. This paper is designed to be studied alongside Teaching and Learning in the clinical context. As with most activities in education, curriculum development is not carried out in isolation from other activities, but is part of an iterative planning, development, implementation and review cycle. It should be noted that the term can be used to describe development at different levels: large-scale curricular reform (eg. the national review of undergraduate medical education which was carried out by all UK medical schools between 1993 – 1996 or the introduction of the Foundation curriculum), modification of existing programmes or making simple changes to one’s own lessons. However, the same principles apply in a range of contexts and to both large and small-scale activities. Some forms of educational development include curriculum development although usually educational development refers to any kind of development activity in an educational context. Curriculum development – an introduction

The word curriculum derives from the Latin currere meaning ‘to run’. This implies that one of the functions of a curriculum is to provide a template or design which enables learning to take place. Curricula usually define the learning that is expected to take place during a course or programmed of study in terms of knowledge, skills and attitudes, they should specify the main teaching, learning and assessment methods and provide an indication of the learning resources required to support the effective delivery of the course. A curriculum is more than a syllabus. A syllabus describes the content of a programmed and can be seen as one part of a curriculum. Most curricula are not developed from scratch and all operate within...

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...Brett Childers
Coffman
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CurriculumPaperCurriculum, in my opinion, is the whole picture of education. It includes the teaching philosophy of a school and a teacher, the way the subject is taught in the classroom, the supplements used in assistance of teaching, the attitudes the school, the teachers and the administrators bring to the table, and the knowledge of the subject areas in the minds of the teachers.Curriculum can also be described as “a desired goal or set of values that can be activated through a development process culminating in experiences for students” or as “the planned and guided learning experience and intended outcomes, formulated through systematic reconstruction f knowledge and experience, under the auspices of the school, for the learners’ continuous and willful growth in personal-social competence.”(Curriculum Development, Wiles p. 29) Curriculum includes what our standards of learning are, and the models by which the teachers facilitate the learning of those standards in the classroom. Some definitions of curriculum are very direct and small, as seen above, but I believe that curriculum must include every aspect of education at some point in its definition because it does cover the very broad spectrum in educating people.
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Introduction
Everything in life changes, change is inevitable. Change affects the way people live, the way they communicate with each other, and many other areas of the human life is affected by change. The educational process is not the exception to this rule. Because of this constant change, the curriculum has to change as well and will continue doing so. The purpose of this paper is to analyze how thecurriculum will change in the future and what type of impacts will this change have on teachers and students in the classroom.
Change in the Curriculum
The focus of education in the past was to acquire knowledge, based on subject areas. For example, children were asked to memorize all kinds of data, with the purpose of achieve a good grade in the test. However, this method has proved to be ineffective when applying knowledge to the real world. It is true that the basic components of education are still necessary; however, the educational process should involve other areas of development as well.
The changes that will take place in the curriculum within the next 10 years, will involve the incorporation of new skills that are necessary to succeed in the workplace. According to Fletcher (2007, ¶ 1), “To succeed in today’s workplace, young people need more than basic reading and math skills. They need substantial content knowledge and information...

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ThesisPaper
ID 350 Images of Beauty
Patricia Krapesh
Monday March 16, 2015
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The movie Pretty Woman is about a businessman who hires a “prostitute” for business social events. While at an upscale party held by Edwards partner Philip Stuckey, Edward cuts loose in Stuckey's Lotus. He gets lost and stops along Hollywood Boulevard for directions from hooker Vivienne Ward (Julia Roberts). She gets in, and ends up driving him to his hotel in Beverley Hills. He asks her up to his penthouse suite on a whim and pays her to stay all night.
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Theoretical/Conceptual Framework:
This paper applies Novak’s (1998) theory of learning to the problem of workplace bullying. Novak’s theory offers an understanding of how actions of bullying and responses to bullying can be seen as deriving from individualized conceptualizations of workplace bullying by those involved. Further, Novak’s theory suggests that training involving Ausubel’s concept of meaningful learning (Ausubel Educational Theory 11(1): 15–25, 1961; Ausubel et al. 1978) which attends to learners’ pre-existing knowledge and allows for new meaning to be constructed regarding workplace bullying can lead to new actions related to workplace bullying. Ideally, these new actions can involve both a reduction in workplace bullying prevalence, and...

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Religion serves as a moral compass for Hamlet, which allows him to develop as he struggles with himself and with others. Throughout the play, you can see how Hamlet refers to religion, especially relating to god, while making his decisions. At times he questions his beliefs and destiny therefore becoming delusional and very much belligerent. Many authors debate Hamlet’s faith as he switches back and forth between revenge and Christianity.
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